highest education is not only a national but an Imperial concern, there is a growing desire for interchange of counsels and for active co-operation between the educational institutions of the Colonies and those of the Mother Country. The development of education in South Africa will command keen attention, and will be followed by earnest good wishes, not only in England but throughout the British dominions. One of the ideas which are bound up with the history and the traditions of our English public schools and Universities is the idea of efficient work for the State. Those institutions have been largely moulded, from generation to generation, by the aim of ensuring a supply of men qualified to bear a worthy part, either in the government of the nation, or in professional activities which are indispensable to the national welfare. In our own time, and more especially within the last thirty years, one particular aspect of that idea is illustrated by the closer connexions which have been formed between the Universities and the higher branches of the Civil Service. The conception of work for the commonweal is in its turn inseparable from loyalty to those ideals of character and conduct by which English life and public policy have been built up. It is by the long and gradual training which such ideals have given that our race has been fitted to grapple with responsibilities which have inevitably grown, both in extent and in complexity, far beyond anything of which our forefathers could have dreamed. That training tends also to national self-knowledge; it makes for
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